PENDIDIKAN TUNAGRAHITA RINGAN 1
PENDIDIKAN TUNAGRAHITA
RINGAN
Berdasarkan tingkat satuan
pendidikan
Pra-sekolah
Sekolah dasar
Sekolah Menengah Pertama
Sekolah Menengah Atas
Education for Mildly
Retarded Students
There are many ways of arranging the educational
program for mildly retarded children, but most school
systems have the following divisions: preschool
classes, elementary primary classes, elementary
intermediate classes, and secondary classes.
in addition, many schools offer infant stimulation
classes stimulation classes and postschool programs.
The former focus on encouraging the sensory and
intellectual development of the child from birth to 3
years, and the latter concentrate on providing the
older teenager and young adult with skills for
employment, independent living, and community
adjustment. (Hallahan & Kauffman, 1988:70).
Hallahan & Kauffman, 1988
Education for mildly retarded Children
also Provides taining in sosially adaptive
behaviors.
ACCCEPTS ( A Curriculum for Children’s
Effective Peer and Teacher Skill):
mestrukturkan 5 bidang;
1.Classroom skills (misalnya mengikuti perintah)
2.Basic interaction skills
3.Getting along
4.Making friends
5.Coping skill
Pendidikan
Tunagrahita
Ringan Pra-sekolah
Hallahan, (1988) The prescholl period is
also a good time to begin to involve
parents in the education of their children.
Penelitian menunjukkan: bahwa ibu-ibu
dari siswa prasekolah yang secara terus
menerus
menstimulasi
perkembangan
kognitif dan verbal, IQ anak-anak tersebut
16 point lebih tinggi di banding yang ibuibunya tidak melatih.
Bentuk program: home visitations, group
educational day care, home visit/day-care
combinations, and parent group sensions.
Readines Skills Pra-sekolah
MR meliputi kemampuan
1. Sit still and attend to the teacher
2. Discriminate auditory and visual stimuli
3. Follow directions
4. Develop language
5. Increase gross and fine-motor coordination
(memegang pensil, menggunting)
6. Develop self-help skills (memakai sepatu,
membuka dan mengancingkan baju, dan
toileting)
7. Interact with peers in group situations).
Program Sekolah dasar bagi
tunagrahita ringan
Pada
tahap ini lebih berorientasi
perluasan program pra-sekolah berupa
pengembangan
bahasa
dan
pembentukan konsep.
Program kelanjutan prasekolah lebih
diintensifkan dan extensifkan.
Kesiapan untuk membaca, menulis, dan
menghitung.
Usia kronologis berkisar 6 tahun – 10
tahun dengan usia mental 4 sampai 6
tahun.
Elementary Intermediate
Classes.
Anak-anak yang berada di tingkat ini usia
antara 9-13 tahun dengan usia mental 6
sampai 9 tahun.
Akademik seperti membaca, menulis,
menghitung untuk persiapan kemandirian.
Hallahan & Kauffman: functional academics
the individual is taught academics in order to do
such things as read the newspaper, read the
telephone book, read labels on goods at the
store, make change, and fill out job
applications.
Secondary School Classes
Tunagrahita
ringan remaja ketika berada di
tingkat SMA membutuhkan kurikulum fungsional
yang menenkankan akademik fungsional yang
lebih diperluas dari pada di tingkat SMP (younger
age levels), ditambah hal yang sangat penting
transitional programming. Program itu untuk
persiapan memasuki dunia kerja.
Salah satu contohnya dengan model Brolin’s
career education dengan isi at the secondary
level stresses the development of personal
social skills, as well as the order “real world”
skills related to daily living and occupational
preparation.
Brolin’s Career Education
model
Ada 3 garis besar domain
pengembangan pendidikan Karir
yang dikembangkan oleh
Brolin’s
1.Daily Living Skills
2.Personal Social Skill
3.Occupational
Guidance
and
Preparation
DAILY LIVING SKILLS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Managing family finances
Caring for home furnishings
equipment
Caring for personal needs
Raising children, familiy living
Buying and preparing food
Buying and making clothing
Engaging in civic activities
Using recreation and leisure
Getting around the community
and
PERSONAL SOCIAL SKILLS
10.Achieving self-awareness
11.Acquiring self-confidence
12.Achieving socially responsible behavior
13.Maintaining good interpersonal skills
14.Achieving independence
15.Making good decisions, problem-solving
16.Communicating adequately with others
OCCUPATIONAL GUIDANCE
AND PREPARATION
17.Knowing
and exploring occupational
opportunities
18.Making
appropriate
occupational
decisions
19.Exhibiting appropriate work behaviors
20.Exhibiting sufficient physical and manual
skills
21.Acquiring a specific salable job skill.
22.Seeking,
securing, and maintaining
satisfactory employment.
Fc. Fall (Jacobson, Mulick,
Rojahn, 2007: 601) Social Skills
are
Viewed as specific behaviors that allow a
person to respond to social demands and to
maximize social reinforcement at home, at
school, and in a variety of leisure mize
social reinforcement at home, at school,
and in a variety of leisure contexts.
RINGAN
Berdasarkan tingkat satuan
pendidikan
Pra-sekolah
Sekolah dasar
Sekolah Menengah Pertama
Sekolah Menengah Atas
Education for Mildly
Retarded Students
There are many ways of arranging the educational
program for mildly retarded children, but most school
systems have the following divisions: preschool
classes, elementary primary classes, elementary
intermediate classes, and secondary classes.
in addition, many schools offer infant stimulation
classes stimulation classes and postschool programs.
The former focus on encouraging the sensory and
intellectual development of the child from birth to 3
years, and the latter concentrate on providing the
older teenager and young adult with skills for
employment, independent living, and community
adjustment. (Hallahan & Kauffman, 1988:70).
Hallahan & Kauffman, 1988
Education for mildly retarded Children
also Provides taining in sosially adaptive
behaviors.
ACCCEPTS ( A Curriculum for Children’s
Effective Peer and Teacher Skill):
mestrukturkan 5 bidang;
1.Classroom skills (misalnya mengikuti perintah)
2.Basic interaction skills
3.Getting along
4.Making friends
5.Coping skill
Pendidikan
Tunagrahita
Ringan Pra-sekolah
Hallahan, (1988) The prescholl period is
also a good time to begin to involve
parents in the education of their children.
Penelitian menunjukkan: bahwa ibu-ibu
dari siswa prasekolah yang secara terus
menerus
menstimulasi
perkembangan
kognitif dan verbal, IQ anak-anak tersebut
16 point lebih tinggi di banding yang ibuibunya tidak melatih.
Bentuk program: home visitations, group
educational day care, home visit/day-care
combinations, and parent group sensions.
Readines Skills Pra-sekolah
MR meliputi kemampuan
1. Sit still and attend to the teacher
2. Discriminate auditory and visual stimuli
3. Follow directions
4. Develop language
5. Increase gross and fine-motor coordination
(memegang pensil, menggunting)
6. Develop self-help skills (memakai sepatu,
membuka dan mengancingkan baju, dan
toileting)
7. Interact with peers in group situations).
Program Sekolah dasar bagi
tunagrahita ringan
Pada
tahap ini lebih berorientasi
perluasan program pra-sekolah berupa
pengembangan
bahasa
dan
pembentukan konsep.
Program kelanjutan prasekolah lebih
diintensifkan dan extensifkan.
Kesiapan untuk membaca, menulis, dan
menghitung.
Usia kronologis berkisar 6 tahun – 10
tahun dengan usia mental 4 sampai 6
tahun.
Elementary Intermediate
Classes.
Anak-anak yang berada di tingkat ini usia
antara 9-13 tahun dengan usia mental 6
sampai 9 tahun.
Akademik seperti membaca, menulis,
menghitung untuk persiapan kemandirian.
Hallahan & Kauffman: functional academics
the individual is taught academics in order to do
such things as read the newspaper, read the
telephone book, read labels on goods at the
store, make change, and fill out job
applications.
Secondary School Classes
Tunagrahita
ringan remaja ketika berada di
tingkat SMA membutuhkan kurikulum fungsional
yang menenkankan akademik fungsional yang
lebih diperluas dari pada di tingkat SMP (younger
age levels), ditambah hal yang sangat penting
transitional programming. Program itu untuk
persiapan memasuki dunia kerja.
Salah satu contohnya dengan model Brolin’s
career education dengan isi at the secondary
level stresses the development of personal
social skills, as well as the order “real world”
skills related to daily living and occupational
preparation.
Brolin’s Career Education
model
Ada 3 garis besar domain
pengembangan pendidikan Karir
yang dikembangkan oleh
Brolin’s
1.Daily Living Skills
2.Personal Social Skill
3.Occupational
Guidance
and
Preparation
DAILY LIVING SKILLS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Managing family finances
Caring for home furnishings
equipment
Caring for personal needs
Raising children, familiy living
Buying and preparing food
Buying and making clothing
Engaging in civic activities
Using recreation and leisure
Getting around the community
and
PERSONAL SOCIAL SKILLS
10.Achieving self-awareness
11.Acquiring self-confidence
12.Achieving socially responsible behavior
13.Maintaining good interpersonal skills
14.Achieving independence
15.Making good decisions, problem-solving
16.Communicating adequately with others
OCCUPATIONAL GUIDANCE
AND PREPARATION
17.Knowing
and exploring occupational
opportunities
18.Making
appropriate
occupational
decisions
19.Exhibiting appropriate work behaviors
20.Exhibiting sufficient physical and manual
skills
21.Acquiring a specific salable job skill.
22.Seeking,
securing, and maintaining
satisfactory employment.
Fc. Fall (Jacobson, Mulick,
Rojahn, 2007: 601) Social Skills
are
Viewed as specific behaviors that allow a
person to respond to social demands and to
maximize social reinforcement at home, at
school, and in a variety of leisure mize
social reinforcement at home, at school,
and in a variety of leisure contexts.